Lingua como catalizador de aprendizaje asíncrono para la comprensión lectora en EFL
DOI:
https://doi.org/10.24320/redie.2026.28.e09.6958Palabras clave:
plataforma digital, aprendizaje asincrónico, comprensión lectora, innovación educativaResumen
Esta investigación se propuso como objetivo analizar el impacto del uso de la plataforma de aprendizaje asíncrono Lingua sobre las habilidades de comprensión lectora de estudiantes de inglés como lengua extranjera (EFL). El presente estudio cualitativo involucró a 140 estudiantes de décimo grado, pertenecientes a cinco escuelas de educación media superior de la provincia de Lampung, Indonesia. Los datos fueron recopilados mediante observación y cuestionarios, con un análisis descriptivo para interpretar la información. Los resultados mostraron que los estudiantes se beneficiaron de este enfoque al mostrarse competentes en la identificación de ideas principales, la extracción de información explícita, la realización de inferencias, el discernimiento de significados figurativos y connotativos y la identificación de información implícita. Además de mejorar su comprensión lectora, el uso de Lingua contribuyó al disfrute, motivación, sentido de competencia y confianza general de los estudiantes en esta habilidad. La retroalimentación y los desafíos apropiados también facilitaron la mejora de los estudiantes, mientras que la exposición a contenido diverso y bien fundamentado amplió sus horizontes y su comprensión. Ante estos resultados positivos, los educadores y administradores pueden considerar integrar Lingua en sus estrategias de aprendizaje asíncrono para fortalecer la comprensión lectora en contextos de EFL. Esta herramienta puede contribuir no sólo a la competencia académica, sino también a la motivación y confianza general de los estudiantes en el dominio de habilidades de lectura esenciales.
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Derechos de autor 2026 Susanto Susanto, Deri Sis Nanda
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
